Volkserziehung in Peru: Die Wiedergewinnung des Alltäglichen

Ohne Zusammenfassung     

Testing the double-deficit hypothesis in an adult sample

The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.     

Visualizing the politics of innocence in the age of AIDS

We are concerned with the ways in which social constructions of age can contribute to reducing or exacerbating the vulnerability of young people, and for this reason we refer to the issue as one of ‘the politics of innocence’. The focus of this paper is on gender, youth and HIV prevention/AIDS awareness in the context of South Africa and investigates the uses (and abuses) of images of ‘childhood’, ‘youth’ and ‘adolescence’ in the age of AIDS. Notwithstanding the particular case of South Africa where the incidence of new cases of HIV infection amongst young people is at crisis proportions, the impetus for our work on the visual representations of youth, gender and AIDS comes out of a recognition of the increasing risk of youth to sexually transmitted infections, HIV and AIDS, and within that the particular vulnerability, worldwide, of young women.     

Embracing Lifelong Learning for Ourselves

During its first decade, About Campus published the “What They're Reading” department highlighting publications related to the support of student learning. While that department officially signed off several years ago, Jennifer L. Bloom and Marc Lowenstein offer two lists of publications valuable to their work helping college students learn and succeed.     

Grades degrade group coordination: deteriorated interactions and performance in a cooperative motor task

At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils’ differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance.     

Attachment relationships and adolescents' life satisfaction: Some relationships matter more to girls than boys

This study examined the extent to which the quality of parent and peer attachments related to early adolescents' life satisfaction (LS), whether peer attachment served as a mediator between parent attachment and LS, and potential gender differences. A total of 587 middle school students in grades 6 through 8 participated. Although both parent and peer attachment positively related to LS, parent attachment was the stronger unique predictor. There was no significant difference between males and females in levels of parent attachment; however, females reported higher levels of attachment to peers. This study also found that early adolescents were more attached to their mothers than their fathers. Finally, peer attachment partially mediated the relationship between parent attachment and LS, but only for females. Implications for gender‐specific intervention programs are discussed. © 2008 Wiley Periodicals, Inc.     

Motivation theory in the school context: differences in preservice and practicing teachers’ experience,opinion, and knowledge

European Journal of Psychology of Education - Preservice teachers should learn about motivation theory during their university studies in order to be able to motivate their students in their future...